Support for Common Core Plummets with Parents of School-Aged Kids

Rasmussen just released a poll taken June 21-22 of 1000 Americans that shows support for Common Core is plummeting among parents with school-aged children.

They found that just 34% of adults with children in elementary or secondary school favor all schools nationwide to meet the Common Core State Standards. That is a drop of 18% since early November 2013. 47% opposed the Common Core, and 19% are undecided.

54% believe the Common Core is unlikely to improve student performance, only 37% believe they will do what advocates promise.

Among all Americans Rasmussen notes 41% favor the the Common Core with 36% of Americans being opposed. 23% are undecided. 44% of all Americans believe Common Core will not improve student performance.

Also of interest 54% of all Americans believe schools place too much emphasis on standardized testing. Just 24% believe student scores on standardized tests should be a major factor in determining how well a school is doing.

Only 23% of Americans believe the Feds should set education standards for schools. Rasmussen reports that it up from 18% in November. 39% believe the state should with 27% saying local governments should. The state number is higher than the last time this was polled, and the local government response dropped seven points.

Is it any surprise? Common Core is now being implemented and parents are seeing how it is impacting their children. Also when you read the questions they asked the first thing that should jump out at you is that they are not leading questions.

Governors, state school chiefs, and state legislators should take note.

Comments

From a teaching and learning view, there are many gaps in the progressions of the standards from each grade level. Many of the standards are accompanied with design consideration documents which promote test prep learning strategies like close reading of informational text. In the earlier grades, many standards are not developmentally appropriate and are often written in language that is not reachable with a child’s zone of proximal development to lead to scaffolding of knowledge. It is clear that the CCSS are not written to help curriculum developers when we design curriculum which should seamlessly support scaffolding in learning progressions when writing resources for teachers to use in the classroom. Jeremy Spencer.Ed.S (classroom teacher)

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